Asian Journal of Advanced Research and Reports

Over the years, educators have been increasingly incorporating various games into their teaching curriculum in an effort to create a fun and engaging learning environment for students. This study aimed to introduce games that will encourage pupils’ class participation in the different phases of teaching-learning activities in elementary English; identify problems and difficulties in the use of the proposed technique, and propose some recommendations to employ as well as improve the proposed technique. The desire to play is basic to every individual, especially among children. Hence, this technique was used by the inclusion of games as a motivational activity, main activity, application, evaluation, and assignments to English teaching. Games in English, if properly carried out, can develop the three domains of learning – cognitive, affective, and psychomotor. The more the learners are involved in the learning process, the better their chances to grasp and attain the objectives set forth by the particular lesson.

Games can be obtained commercially or through one's creativity. There are also lots of available games on the internet that teachers can easily download. They may also revise the procedure of the games suited to the level and needs of the learners. Not all games are applicable to every learning situation. Games can be a hindrance in a way to attaining the objectives set forth in concept formation, yet the task breaking these obstacles lies in the hands of the teachers who should be able to strengthen these weaknesses that games may pose. This paper used a mixed methods research design, particularly the sequential explanatory. The researcher identified the least learned topics/concepts in Grade 6 English.

Overall, this study provides evidence for the usage of gamification in educational settings. The study revealed specific areas and ways in which gamification applications can be more or less effective. Gamification appears to work better in shorter doses. Gamification is not only focused on making the students participative, but it is also used to enhance their competencies in English, especially the least learned skills. Games help in enhancing the teaching strategies of the teacher to attain the proficiency of pupils in English. Games can also encourage the pupils to participate more in class discussions and activities. Additionally, competitive elements are also beneficial in gamification. Lastly, the use of elements that focus on the time on task is extremely important. Studies that appropriately applied time-on-task elements experienced positive results. The study recommended that teachers should have a file of relevant games suited to different lessons. Seminar-workshops and training on the production of games and the application of gamification in education should be organized.